This workshop enables participants to focus on the use of problem solving as an important
teaching and learning strategy for mathematics.

The emphasis is placed on challenging
learners with tasks, activities and contexts that refer to skills and knowledge just beyond
their current level of mastery so that they construct new mathematical ideas for themselves
through ‘guided re-invention’ as well reinforcement of previous concepts.

It will also
consider the use of contexts to motivate learners who are becoming disaffected with
mathematical study in early secondary years.

The emphasis in the present day math class has shifted from teaching problem solving to teaching via problem solving. The focus of a problem solving approach is on teaching mathematical topics through problem-solving contexts and enquiry-oriented environments. Specific characteristics of a problem-solving approach include:

Interactions between students/students and teacher/students

Mathematical dialogue and consensus between students

Teachers providing just enough information to establish background/intent of the problem, and students clarifing, interpreting, and attempting to construct one or more solution processes

Teachers knowing when it is appropriate to intervene, and when to step back and let the pupils make their own way

A further characteristic is that a problem-solving approach can be used to encourage students to make generalisations about rules and concepts, a process which is central to mathematics

(The above has been extracted from an article in http://www.mathgoodies.com/articles/problem_solving.html)

Workshop Facilitator

Professor David Burghes has a consistent and outstanding record of developing international partnerships with University of Plymouth to deliver innovative programmes to enhance Maths teaching across the globe. David's work as Director of the Centre for Innovation in Maths Teaching (CiMT) has created an international reputation for the University of Plymouth in providing the highest quality professional development for maths teachers.

David is Director of three international longitudinal comparative projects, "Kassel Project", "International Project for Mathematical Attainment (IPMA)" and "International Comparative Study in Mathematics Teacher Training". David has also implemented projects for Primary Mathematics in Chile (in 11 schools in a country area with low achievement in mathematics) and in South Africa (in 3 township schools in the Potchefstroom region) both of which have shown promising gains in raising standards and have linked Plymouth with local Universities, namely University of Valparaiso and North West University.

Methodology

This workshop will be hands-on with participants trying out a variety of mathematical problem solving questions, reflecting on practice from mathematically high performing countries, discussing video clips and analyzing different aspects of problem solving.

Course Aim

The course aims to give participants confidence in their own ability to use a problem solving approach to the teaching and learning of secondary mathematics.

Course Objectives

Challenge participants’ understanding of what constitutes ‘great instruction’ inmathematics teaching by considering international evidence from mathematically high-performing countries such as Japan, Finland, Russia and Hungary

Develop knowledge and understanding of the nature of teaching through problem solving by looking, in particular, at recent innovations in countries such as Singapore

Identify ways of improving professional and educational practice in the teaching of mathematics by jointly planning and teaching a problem-based lesson using lesson study to sustain the innovation

Demonstrate enquiry, insight and analytical capability with regard to their own professional practice and that of colleagues in the pursuit of more effective teaching and learning of mathematics

Topics Covered

International evidence of what makes great instruction in secondary mathematics

Understanding the Singapore problem solving approach to the teaching and learning of mathematics